Abstract:
This article reports on a multimodal podcasting unit conducted during a two-week modified summer bridge program for at-risk incoming first-year students. The examples from student work show how teaching a multimodal genre encourages writers to draw from their prior knowledge of standardized genres learned in high school to effectively transition to college composition.

Abstract:
This essay is a symposium of sorts that collects observations and comments from Mark Reynolds Best Article of the Year Award Winners and offers insights into how successful authors view TETYC as a professional journal.